Whose life is it?Whose life is it? Supporting the Supporting the selfself--determination and transition of determination and transition of

Whose life is it?Whose life is it? Supporting the Supporting the selfself--determination and transition of determination and transition of youth with disabilities agingyouth with disabilities aging--out of out of

the child welfare systemthe child welfare systemyouth with disabilities agingyouth with disabilities aging--out of out of

the child welfare systemthe child welfare systemyyyy

Laurie E Powers Ph DLaurie E. Powers, Ph.DSarah Geenen, Ph.D.

Regional Research Institute for Human ServicesSchool of Social Work

Portland State University

Foster Care StatisticsFoster Care Statistics

In the U.S., 800,000 youth are in foster care each year (Children’s Bureau 2008)care each year. (Children s Bureau, 2008)

20,000 youth are emancipated from foster 20,000 youth are emancipated from foster care each year when they reach the age ofcare each year when they reach the age ofcare each year when they reach the age of care each year when they reach the age of majority (typically 18)majority (typically 18)

About 40% of foster youth are in specialAbout 40% of foster youth are in special About 40% of foster youth are in special About 40% of foster youth are in special education (emotional/behavioral disabilities education (emotional/behavioral disabilities are most common)are most common)

70 70 –– 80% of foster youth have an DSM 80% of foster youth have an DSM diagnosisdiagnosis

OutcomesOutcomes

Midwest Evaluation StudyMidwest Evaluation Study Foster youth more likely to experience Foster youth more likely to experience

early parenthood and have child outside early parenthood and have child outside of marriageof marriageof marriageof marriage

Foster youth had substantially lower Foster youth had substantially lower levels of education and employment levels of education and employment than peers in the general populationthan peers in the general population

Study excluded youth with Study excluded youth with developmental disabilities or severedevelopmental disabilities or severedevelopmental disabilities or severe developmental disabilities or severe mental illnessmental illness

OutcomesOutcomes

Northwest Alumni StudyNorthwest Alumni Study Household income levels of foster youth Household income levels of foster youth

were 35% lower than general populationwere 35% lower than general population 20% of foster care alumni experienced20% of foster care alumni experienced20% of foster care alumni experienced 20% of foster care alumni experienced

at least one night of homelessnessat least one night of homelessness 54% of former foster youth had 54% of former foster youth had

diagnosed mental health problems withdiagnosed mental health problems withdiagnosed mental health problems, with diagnosed mental health problems, with twenty percent diagnosed with three or twenty percent diagnosed with three or more conditionsmore conditions (25% PTSD; 20% (25% PTSD; 20% major depression)major depression)major depression)major depression) Those with mental health conditions had

poorer physical health and lower self-esteem than other alumnithan other alumni

OutcomesOutcomes

National Evaluation of Title IV-E National Evaluation of Title IV E ILPs Foster youth with disabilities were Foster youth with disabilities were

less likely to: Be employedp y Graduate from high school Have social support Be self-sufficient

Other Findings

Only 16% of foster youth in special Only 16% of foster youth in special education with a primary disability of emotional disturbance graduated fromemotional disturbance graduated from high school; even more worrisome, 18% left school because they were incarceratedleft school because they were incarcerated (Smithgall, Gladden, Yang, & Goerge, 2005)2005).

Policies/LegislationPolicies/Legislation

The Foster Care Independence Act of 1999 The Foster Care Independence Act of 1999 (FCIA k th Ch f A t) id(FCIA k th Ch f A t) id(FCIA; aka the Chafee Act) provides (FCIA; aka the Chafee Act) provides resources to help foster youth plan and get resources to help foster youth plan and get ready for adulthood.ready for adulthood.

A i t i ft i t thA i t i ft i t thAssistance is often given to youth Assistance is often given to youth through state Independent Living through state Independent Living Programs (ILPs).Programs (ILPs).

Promoting Safe and Stable Families Amendments

Ed ti l T i i V h ddEducational Training Vouchers: adds funding for post-secondary education to the Chafee program

Policies/LegislationPolicies/Legislation

Fostering Connections to Success and Increasing Adoptions Act. Requirements around: Reducing school instability Reducing school instability Coordination between LEA and child welfare

agencies Immediate enrollment Transferring records Transition planning Transition planning

ABA Legal Center on Foster Care and Education

Barriers/Challenges around Transition

Youth are often transitioning from foster Youth are often transitioning from foster care, school, supporting adults, etc.. all at the same timethe same time

Emphasis on safety & protection vs. independence & autonomyindependence & autonomy

Lack of connection to caring adults/allies Reconnection with birth family Accessing adult services and opportunitiesg pp

MY LIFE STUDYMY LIFE STUDY

Funded by Funded by Partnership with Mike Wehmeyer at University of

Kansas RRI PIs: Laurie Powers, Sarah Geenen First opportunity to experimentally study the First opportunity to experimentally study the

longitudinal impact of self-determination enhancement

First experimental study of self-determination enhancement or any transition intervention with foster youth, with or without disabilities

Project GoalsProject Goals

Enhance the selfEnhance the self--determination determination f th ith di biliti i f tf th ith di biliti i f tof youth with disabilities in foster of youth with disabilities in foster

carecare Document the impact of theDocument the impact of the Document the impact of the Document the impact of the

intervention in promoting intervention in promoting transition transition outcomes of youth in foster careoutcomes of youth in foster careI ti t h th thI ti t h th th Investigate whether the Investigate whether the intervention results in different intervention results in different outcomes for youth than the ILPoutcomes for youth than the ILP

Research DesignResearch Design

Youth identified by comparing DHS andYouth identified by comparing DHS and Youth identified by comparing DHS and Youth identified by comparing DHS and school district databases school district databases

69 Foster youth with disabilities, 16.5 to 69 Foster youth with disabilities, 16.5 to 17 5 years of age were randomly assigned17 5 years of age were randomly assigned17.5 years of age, were randomly assigned 17.5 years of age, were randomly assigned to either the comparison or TX groupto either the comparison or TX group

Youth were enrolled in waves over three Youth were enrolled in waves over three yearsyearsyearsyears

Youth were evaluated at baseline, Youth were evaluated at baseline, conclusion of TX (12m) and 12m postconclusion of TX (12m) and 12m post--interventioninterventioninterventionintervention

Attrition overall at 13%Attrition overall at 13%

My Life InterventionMy Life InterventionMy Life InterventionMy Life Intervention

Weekly coaching for a year in application of Take Charge for the Future Self-gdetermination skills to identify and achieve youth-identified goals (mean – 50.36 hours/year; Fidelity 90% for wave 1, 93% y ; y ,for wave 2, 95% for wave 3)

Interagency, collaborative transition plan meetings organized and led by each youthg g y y

Youth participated in mentor workshops conducted with foster care alumni (mean = 2.82 to 3.67))

Data CollectionData Collection

DemographicsDemographics Youth selfYouth self--determinationdetermination Youth selfYouth self determinationdetermination Educational participation/attainmentEducational participation/attainment Individualized Education PlansIndividualized Education Plans Engagement in desired career areasEngagement in desired career areasg gg g Independent livingIndependent living

Measures used:Measures used:Empowerment ScaleEmpowerment ScaleArc SelfArc Self--determination Scaledetermination ScaleAIR SelfAIR Self--determinationdeterminationQuality of Life MeasureQuality of Life MeasureQuality of Life MeasureQuality of Life MeasureTransition PlanningTransition PlanningOutcome SurveyOutcome SurveyDemographic Survey (administrative data)Demographic Survey (administrative data)Demographic Survey (administrative data)Demographic Survey (administrative data)

Comparison group

All youth were referred to the ILP and we All youth were referred to the ILP and we arranged for every youth to attend the ILP orientation.

24 (77%) of comparison group youth reported they participated in ILP post-orientation.

13 (42%) attended ILP classes Average of 4.92 classes during the year

17 (55%) had an ILP case manager Average of 5.88 contacts w/ILP manager per year

ResultsResultsSignificant differences between the Significant differences between the

intervention and comparison groups were intervention and comparison groups were noted in the following areas:noted in the following areas:noted in the following areas:noted in the following areas:

SelfSelf--determinationdeterminationPerceived quality of lifePerceived quality of life Perceived quality of lifePerceived quality of life

Transition planningTransition planning

Other notable improvements:Other notable improvements: Educational outcomes Educational outcomes Percentage employedPercentage employed Percentage employedPercentage employed Perception of being prepared for life as an Perception of being prepared for life as an

adultadult Trend toward more stable living forTrend toward more stable living for Trend toward more stable living for Trend toward more stable living for

treatment grouptreatment group

SelfSelf--determinationdetermination

Self-determination scores

SelfSelf determinationdetermination

measured by the Arc

125

ores Mean changes

102

112 115

97 98 10195

105115

mm

ed S

co

85At enrollment Post

interventionFollow up

stage

Sum

Tx Control

The mean difference between treatment and control at the post intervention stage and the follow up stage were significant p.≤05.

Quality of LifeQuality of Life

95100

Quality of LifeQuality of LifeMean changes

8488

7880859095

d Sc

ores

7775 76 78

65707580

Sum

med

60At enrollment Post

interventionFollow up

stage

Tx Control

T-tests show the mean difference between treatment and control at the post intervention stage and the follow up stage were significant (p=≤ 05)intervention stage and the follow up stage were significant (p=≤ .05).

Transition PlanningTransition Planning

3540

s

Transition PlanningTransition Planning

28 28

232625

3035

ed S

core

sMean changes

2219

23

101520

Sum

me

10At enrollment Post

interventionFollow up

stage

Tx Control

Both groups made significant gains from t1 to t2 but non-significant gains from post intervention to follow up. NSsignificant gains from post intervention to follow up. NS group differences.

EducationEducationTreatment vs comparison group within each category from post interventionTreatment vs comparison group within each category from post interventionTreatment vs. comparison group within each category from post intervention Treatment vs. comparison group within each category from post intervention (t2) to follow up (t3)(t2) to follow up (t3)

Baseline Post Follow

% within group assignment

Still in HS Tx 100% (17) 58.6% (4) 13.8%

Comp 100% (21) 67.7% (12) 37.5%

Graduated Tx (11) 37 9% (21) 72 4%Graduated Tx (11) 37.9% (21) 72.4%

Comp (8) 25.8% (16) 50%

Dropped Tx (1) 3.4% (4) 13.8%

Comp (2) 6.5% (4) 12.5%

Currently WorkingCurrently Workingy gy g

% within group

80

100t

% within group assignment

44.8

28.131

1940

60

Perc

ent

17 16

19

0

20

At enrollment Post Follow upAt enrollment Postintervention

Follow upstage

Tx Control

Prepared for LifePrepared for Lifepp

Percentage of those who feel prepared for lifeprepared for life

72 7180t

38

6359

7166

204060

Perc

ent

20before

interventionPost

interventionFollow up

stage

Tx Control

Treatment youth achievements and goals from Outcome Survey

Went to summer school, going to youth leadership program (Portland YouthBuilders), got my ID, got into a talent agency

Got OR state ID card; only been to "D" room 3 times; more open at home (I don't shutdown); communication skills are better

Identified career goals, took cooking class, went to Teen conference, got state ID, g g gimproved grades and school attendance

Got permit; left Taylor house; looking at colleges; picked a college

Turning 18; finding credits; getting a job; completing My Life

Got a standard diploma, got my license, led my YDM-IEP, completed my FAFSA, p , g y , y , p y ,created a resume, had speaking engagements

Graduating from high school and getting through My Life. Getting my state ID. Going to PCC Going to OMSI and having fun when it is the fun dayGoing to PCC. Going to OMSI and having fun when it is the fun day

Treatment youth achievements and goals from Outcome Survey

Visiting colleges, applying for jobs, staying in school, being obedient, loving my peers

I got myself an internship with the coolest cat who ever worked in a computer repair shop Worked out family issues I'm advocating for how I want to run my life I ran myshop. Worked out family issues. I m advocating for how I want to run my life. I ran my own YDM. Getting a job, going to Texas for church, getting a bank account, own cell phone in my name, Job Corps, pPassed my GED, graduated from a treatment schoolGot ID, back into school, had baby, taking care of her on my own G tti lif d i t i i lif h I h i h ti G ttiGetting a life and maintaining my life even when I was having a rough time. Getting a new job 2 days after I found out my boyfriend was in jail. Rebuilding my relationship with my family.I got out of school I got a 3 5 GPA I was a captain for the dance team and the JapanI got out of school, I got a 3.5 GPA, I was a captain for the dance team and the Japan Club, I’m going to go to hair schoolGot state ID, went to a big meeting and spoke in front of lots of people Got skills in facility maintenance problem solving skills on the job betterGot skills in facility maintenance, problem solving skills on the job, better communication skills, balanced life

E ti l I di tEssential Ingredients Skills to achieve success Skills to achieve success

Information to make informed decisions

Support for taking action

Opportunity to act on one’s own behalf

S lf ib i f Self-attribution for success

Achievement of self-determined goalsAchievement of self determined goals

Implications for Traditional ModelsImplications for Traditional Models

R i Y th Ch A t Recognize Youth as Change Agents Redefine Professional Roles Provide short-term investment to build

long-term life skillsg Emphasize organizational collaboration Adopt a community based focus Adopt a community-based focus

Next Steps/Related Projects

My Life IES My Life IES Pathways to Positive Futures

B tt F tBetter FuturesCareer Visions

Project Success

Questions and Answers

Acknowledgments/FundersAcknowledgments/Funders

www.pathwaysrtc.pdx.eduwww.pathwaysrtc.pdx.edu

TheThe productionproduction ofof thisthis webinarwebinar waswas supportedsupported byby fundingfunding fromfrom thethe NationalNational InstituteInstitute ofofDisabilityDisability andand RehabilitationRehabilitation ResearchResearch UnitedUnited StatesStates DepartmentDepartment ofof EducationEducation andand thethe CenterCenterDisabilityDisability andand RehabilitationRehabilitation Research,Research, UnitedUnited StatesStates DepartmentDepartment ofof Education,Education, andand thethe CenterCenterforfor MentalMental HealthHealth ServicesServices SubstanceSubstance AbuseAbuse andand MentalMental HealthHealth ServicesServices Administration,Administration,UnitedUnited StatesStates DepartmentDepartment ofof HealthHealth andand HumanHuman ServicesServices ((NIDRRNIDRR grantgrant HH133133BB090019090019)).. TheThecontentcontent doesdoes notnot representrepresent thethe viewsviews oror policiespolicies ofof thethe fundingfunding agenciesagencies.. InIn addition,addition, youyoushouldshould notnot assumeassume endorsementendorsement byby thethe FederalFederal GovernmentGovernment..